| AQF Level |
Level 8 Graduate Certificate |
| CRICOS Code |
083750G |
| Overview and Aims of the Program |
The certificate program in Global Health and Development Studies is for a range of professionals and recent graduates looking to learn more about the intersections between health and development. One of the only certificate programs of its kind in Australia, graduates will gain the knowledge and skills necessary to apply development or global health principals to practical problems in a variety of contexts domestically or internationally. Students might even be inspired to further their studies in this area. The certificate is grounded upon the principals within the Master of Global Health and Development Studies program, offering core units in health and development and the opportunity to focus on an area of interest. You can complete the program full-time in one semester or over multiple semesters. |
| Graduate Capabilities |
The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows:
Cognitive capabilities
(K) discipline specific knowledge and skills
(T) critical, analytical and integrative thinking
(P) problem solving and research capability
(I) creative and innovative
Interpersonal or social capabilities
(C) effective communication
(E) engaged and ethical local and global citizens
(A) socially and environmentally active and responsible
Personal capabilities
(J) capable of professional and personal judgement and initiative
(L) commitment to continuous learning |
| Program Learning Outcomes |
By the end of this program it is anticipated you should be able to:
1. identify and evaluate the central issues in global health and development studies, including historical and contemporary trends, determinates, methods and theories
2. appraise the role of anthropological methods and theory as applied to social transformation in the post-colonial world and apply theories and insights to practical issues
3. critically analyse the current literature, evaluate the evidence, synthesize findings, draw inferences, and apply theoretical and conceptual models from a range of relevant disciplines
4. interpret the role that cultural, social and political-economic processes play in shaping development and global health outcomes and critically examine the role of power, gender, poverty, inequality and changing identities, for example, across sociocultural and geographic contexts
5. explain and apply ethical principals in the design, implementation and dissemination of global health and development research and programs
6. assess and critically reflect on one’s social and cultural identity to identify the biases and assumptions that underline representations (including one’s own) of, for example, culture, social phenomena, vulnerability, development, globalization and poverty
7. describe the relationship between poverty, inequality, health and development. |
| Learning and Teaching Methods |
Learning and teaching in the Anthropology Department takes place through a variety of methods and styles. Lectures, seminars, and a range of assignments are designed to be lively, participative, interactive, and encourage you to challenge your assumptions, beliefs, and ideas. The Department caters to a variety of learning styles and students will have the opportunity to learn through individual and collaborative study, discussion, debate, research, practical application, and self-directed methods.
Common strategies include:
• Using learning activities that encourage students to draw upon personal knowledge of various issues and themes under scrutiny, thus connecting anthropological theory and ideas to familiar experiences.
• Employing a variety of teaching and assessment formats that engage diverse learning styles and encourage student participation, discussion, and collaboration.
• Developing and presenting learning materials in written, oral and digital formats to support key concepts and knowledge.
• Facilitating inquiry and research-based assignments where students practice skills and apply knowledge to practical problems and contexts.
• Drawing upon the experience and expertise of Department staff and visiting scholars.
• Developing collaborative projects for students.
• Offering frequent assessments and feedback that identify student strengths and weaknesses and offer suggestions for improvement and further learning opportunities.
The Department will enact these strategies through the following teaching methods:
• Lectures: staff and invited guest lecturers deliver information and other unit material, provide demonstrations, and offer invaluable information that is used to further individual and group study. Lecturers are frequently interactive, integrate multimedia and allow students to ask questions and offer their own examples.
• Seminars: seminars allow for more interactive discussion of topics, material, student research and projects, and assigned readings. They provide an opportunity to discuss or debate a topic usually following an introduction by the tutor or by one or more students. In addition to their units, students have the opportunity to attend Department seminars and events. During research seminars, students will be exposed to innovative new research and ideas. Professionalization seminars are held to assist with career preparation, postgraduate study opportunities, networking, and familiarizing students with employment strategies and opportunities.
• Independent Learning: students will have the opportunity to engage in a variety self-directed study and research projects. Students will also have the opportunity to participate in University programs that facilitate practical learning opportunities and study abroad.
• Group Learning: students will work within small teams or study groups on selected assignments and class projects. Group work enables students to develop valuable team working skills, peer networks, and experience working with individuals holding diverse perspectives.
• Online Media: students will have access to a variety of on-line resources to facilitate and enrich their learning process. For example, study and tutorial aids, case studies, videos, discussion forums, and supplementary on-line readings and other materials are used. |
| Assessment |
Students will be assessed through a diverse set of tools that take into account a range of learning styles. For example:
• subjective examination methods (essays)
• self-assessment activities that help the student check to see if they mastered a topic
• individual or group presentations
• take-home essays ranging from short 250 word responses to 4000 word papers.
• portfolios and digital media projects that showcase student research and work over the course of a project
• fieldwork projects applying anthropological methods within the community, analysing the data and writing up or presenting the results
• recording of field-notes and reflective journaling
• interview projects wherein students conduct one or more interviews with willing participants and analyse the interview
• participation and observation exercises where students apply ethnographic skills. |
| Recognition of Prior Learning |
Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy and its associated Procedures and Guidelines. For recognition of prior informal and non-formal learning, please refer to the relevant RPL Plan, which describes the evidential requirements and approval processes for recognising prior learning for entry or credit in this program.
For undergraduate RPL plans visit www.goto.mq.edu.au/nonschoolrpl
For postgraduate RPL plans visit www.goto.mq.edu.au/pgrpl |
| Support for Learning |
Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus.
Further information can be found at www.students.mq.edu.au/support/
Campus Wellbeing contact details:
Phone: +61 2 9850 7497
Email: campuswellbeing@mq.edu.au
www.students.mq.edu.au/support/health_and_wellbeing/contact_us |
| Program Standards and Quality |
The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders. |
| Graduate Destinations and Employability |
Graduates of the Global Health and Development Studies program are qualified to work in government, non-governmental, humanitarian, disaster relief and multilateral aid organizations or other groups concerned with human rights, indigenous issues, migration and women’s development programs, for example. Graduates are qualified to provide analysis and recommendations regarding community and development projects, feasibility studies, reviews, evaluations and social impact studies for development projects both in Australia and abroad. They are also qualified to participate directly in field research, development, humanitarian and human rights field projects. Program graduates might serve as in-country field consultants, immigrant or refugee assistance organizations and lending agencies that do work in developing countries. Some development specialists work as private consultants to Aboriginal Land Councils and contribute to policy development and shaping interventions. They are also qualified to work in specialist teaching, social work and welfare professions. Global health specialists can find employment in many of the above areas as well as health research, policy, medical services, maternal and child health services, public nutrition and food security programs, research and evaluation. The demand for qualified individuals is increasing and new programs and initiatives are constantly being created through various organizations, ranging from HIV/AIDS prevention to programs addressing violence against women. In the global health and development fields, employment opportunities increase for those that possess at least a graduate degree and field experience (work and/or research) and have a region and topic of focus. |
| Assessment Regulations |
This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit www.mq.edu.au/policy. |
| External Benchmarks |
• The L&T Academic Standards (http://www.olt.gov.au/resources/good-practice?text=LTAS)
• The Australian Anthropological Society (http://www.aas.asn.au/) |
| Accreditation |
This is an Australian Qualifications Framework (AQF) accredited qualification.
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